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tv   [untitled]    September 25, 2013 11:30pm-12:01am PDT

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and i think everybody has to go through it, myself included. these are the costs, and if we want to do what you want to do, be prepared to understand and go through the paperwork. no one is going do it for you. they'll explain it for you in our real-estate department as thoroughly as possible. you understand the impact on our school fights and it's not different for anyone else regardless of whatever the organization is doing or what the community organization wants to do at our school site. i have dealt with that myself and it's holy appropriate -- one-page document explains it and i know it by heart, how to explain to someone what you need to cover at a minimum to rent out one of our school sites and then also to explain to them when they start to do,
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oh, we don't have enough, oh, can you -- absolutely not. our staff, our school fights serve children first and for most and one of the open, but it's very clear that there is a cost to that process and i don't have any issue in telling them what that cost entails because that site is for educating students and really folks have to understand that. i think it's relatively easy when we keep the idea of what we're about in the forefront of our mind and we remind people what our school sites are about and i have no problem whatsoever explaining that to every single person that has come to me for some kind of path and that is from every community member, every personal friend, he have elected official in this town, what it cost to rent out one of
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our school cost so i think all of us need to be educated up and maybe i can help. i'm going to create a one-page document on how you can rent one of our facilities. >> yes, dr. marat. >> i had two questions. there's been tension sometimes with schools themselves expecting whatever money is generated. i wondered if you can forward that. secondly, what about parking lot fundraisers when schools use their school yards as parking lots, is that also included in this somehow? >> yes, so to your first question, we do have a resolution that was passed by 25 percent of the net that goes back to the schools and unfortunately we haven't finished calculating the revenue because right now we
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don't have a system to help us keep track of all the permits and all the revenues that's why we need this new system. i have this spread sheet. i have to go through all 15,000 permits each school year. to go through them and see which one qualifies for the 25 percent. and then each permit i have to manually calculate the cost to get the net revenue and take 25 percent and then apply it to each school. so it's taking up a lot of my time. it's a huge strain on me and my staff so i do apologize we haven't been able to finish that yet but we do hope to finish it quickly. to your second question regarding the use of the parking lot for fundraisers, we always encourage the school and the principals to do that and we from the real-estate office will do everything that we can
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to assist that. under the new fee structure this is under the tier t group which is apart of the pta fundraiser and we, you know, every principal we talk to, we've helped them out. if there's issues or concerns we're here to help them. >> may i ask how many people are in your staff mrs. lee. >> including myself, three. >> i have two and myself. two 1424s. >> i want to thank you for this. this is really great. we've come a long way, elizabeth, and for those who haven't worked directly with elizabeth, she's been great. she has to look at 15,000 of these guys, it's far better than what it used to be so i wanted to thank you for that.
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and i also wanted to say we look at a lot -- i look at a lot of this and you've heard me say this time and time again. it's great that it has revenue, but it's community building. i think that makes a big difference. when we do -- i've always encouraged elizabeth to look at when we have festivals in this city to really capitalize on parking because it's a need and to have some of that go back to the schools has been great. i know that other people think about that too because they reserve our lots well in advance and we charge them per car and they charge the folks -- other folks 12 times what we charge for a car and so that's frustrating but we get it. we're getting hip to that and in the coming years we'll figure out when those festivals happen, we'll secure the lot for our own revenue
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instead of generating revenue for others. i wanted to thank you. this makes this -- let's make this clear where everybody lies. it's not haphazard and who you know. it's not, you know, but i contribute so much to the school district or we're serving kids but we're actually recognizing our community groups and our non profits that have limited revenue and they do do great work in our schools as well as those such as the film industry who has been filming more recently and we connect a lot of folks to our schools on that regard and they have more available funds to help balance this all out. so i just want to publicly acknowledge a lot of work that you both have put into this and looking forward to -- there's an app for everything. we live in san francisco. there's got to be a way for us to find a
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permitting process that allows us to do everything online and for it to organize what the 25 percent is that goes to our schools. and so i'm sure we can all work on figuring out what that is, so -- >> one -- yeah, there was. >> thank you very much. i just want to take you back on commissioner mondosa mcdonald. congratulations. we completely agree that we need to make sure that we do our best to generate income. we've been working with some of the parking companies just in the civic center area to arrange for the permitting of our parking lot at 135 ns and 555 franklin and
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we'll go to franklin. for an example when they have an sf jeff event, we have our parking company looking like an oil machine. they have white gloves and walkie talkies and getting cars in and out. it's great. thank you. >> any other comments or questions from board members. >> this is really helpful. we get these increase a lot. it's hard sometimes to help people understand that we're not trying to gouge our friends or community organizations but that there's a cost involved. so i think the fact that you're trying to spell that out very clearly and meth catly is helpful. this is going in my file to e-mail to people.
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thank you very much. and thank you mrs. leo. i think i've met you in person before. we've talked on the phone and e-mailed before. thank you for everything you do. >> thank you. >> i mean, i'm wondering why we think fundraisers in the parking lot held by parents group are in tier two and not in tier two. >> it should be in tier one. >> thank you. >> tier two are the groups that are non district events. events that are held by outside organizations. i apologize for that. >> can i just say we have -- >> i was going to get an e-mail saying what do you mean. >> we've had so many meetings where it's people like kevin and elizabeth and myself and smith who is a director for the excel program. a lot of brain power in the room and we can sit there for ten minutes
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talking ourselves through a case study scenario and figuring out which tier they belong in. we know it's complicated and we have to describe it really, really clearly and simply so that's what we're working on how to make this make the most sense because we make mistakes like that all the time. i would like you to be the head of the enforcement committee. >> mayor. >> great, i'll call you. >> okay. so seeing no other questions from board members. thank you very much for coming and staying so late and we appreciate the work you're doing. >> we have one more presentation under item m. it's the item you've all been waiting for. our presentation of the california standards test and academic performance index results. i see dr. conna in the audience and i believe we need to clear the screen.
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>> thank you. when we reconvene i'm going to ask deputy superintendent to kickoff the presentation and then he has a star study of staff also to participate.
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>> good evening, commissioners. learning impact lives, that's the title of our two year work plan. some priorities, some important areas of work and
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focus. >> thank you. we have forms. >> impact learning, impact lives is the title of our work plan for the next couple of years. you've heard -- we've spent some time reviewing it as we embark on a longer term visioning process for our work as a school district moving forward. we think the title captures the spirit by which we go about our work. i'm thinking like a teacher. i thought we would layout a few lesson plan objectives and we're going to try to be quick and brief as possible. this isn't meant to be an exsdauft
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-- exhausted list. we want to make sure you hear about our achievement results from 12-13 from last year cst. that helped define some of our focus areas for 13-14. some of the questions is what do we attribute those results for. we're going to describe some highlights of the best practices that have emerged. i love to have all seven of our superintendent describe what those are, but we have a sampling tonight. you'll notice that some of those are strategies are the same ones that have been called out as our six strategies in our strategic plan to help us eliminate those achievement gaps. this next slide, just to
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remind ourselves last year's focus, we said to you that we were going to embark on strengthening our 12-k for all of our students and we were going to make sure and really strengthen up our continuous improvement practices across the school district. i apologize for the fonting there. there's a few thing that are worthy of accomplishments to point out from last year. we started off in the fall by under taking a cluster analysis of all of our school sites to identify some performance tiers so we can begin to align some resources and supports to meet school's identified needs. that cluster analysis looked at teacher stability and outcome trend, et cetera. we also expended on our balance assessment. all of our schools implemented our bench mark to help assist in
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the teaching and structural leadership teaching. also a big mile stone is began collecting data for all of our families. you're going to hear results from last spring. we're clear that our work is pre-k through 12. you're going to hear about the work. none of our continuous work -- improvement work isn't possible. last year there was a robust emphasis on special education, inclusive practices beginning to orient our teachers to the common court standards and emerging district court curriculum. then our district -- our superintendent led the way by saying in my evaluation i'm going identify some performance matrix which trickled down to our score
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cards but making ex publicity and saying this is how we're going to measure ourselves. highlights from our work last year. we have our pa who is going to walk us through the cst results from last spring. >> good evening, everyone. i'm going to take you to the cst results and hopefully this is the last time we're looking at cst results and hopefully we get smarter. 2013 cst results this is the trend data in english language arts and there's three things i am going to point to in this slide and then i'll go through the other slides quickly. 9.7 percent. if you go through 2008 to 2018,
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across the five or six years, we see a 9.7 percent increase or that's the trend. its gone from 15.5 to 60.2. that's the 9.7 percent increase over these years. this year the performance was 60.2 percent, the students were proficient or advance. over 60 percent were meeting grade level standards. there was a small drop of minus point 3. as you can see this here and this as we will see was quite difficult in the state and other districts but there was a drop of minus point three percent. those are the three things, the five year trend. this year's growth and
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this year's performance. in cst math this is grades two to seven and we're looking at grades two through seven because that's where they take the cst math test. there was a 9.8 increase over this year. 1.6 increase from this year to last year and 69 percent of our students are proficient or advanced. this is math 2. we have added the high school grades and algebra into the equation. there's history and there's science. when we compared california to other school districts and the state, i mentioned earlier that the cst did show a drop in many of the other school districts as
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well as at the state level. both in eld and math. this is another -- when we look at the assessment we look at it from two angles. one is how they have progressed over the year and that's the trend data that we looked at. the matched course, so how did they do when tested in 2013. the second advantage at looking at this chart tells you whether the far below basic kids moved and so on and so forth at every school level. overall we can see that over 2/3 or 69 percent of all students either showed some movement into a new level or
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maintained proficiency at that grade level. so again 69 percent of our students moved up a level. all maintained proficiency at that grade level. in math the rate was 75 percent. again, 75 percent of the matched students, same students tested in 2012 to 2013 showed up moving up a level or maintaining proficiency at that grade level. we also would like to recognize some of our schools. our schools that have shown growth and all this data is going to be on our district website tomorrow for pre-view of our audiences and so schools on the move are schools that
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have doubled the district's growth trends over the five years so they have made double the amount of what the district did in five years. again, at that school level. so you have other schools that's on the move and there's other schools on the move in math. these schools are going to be on the district's website tomorrow. acceleration school is another category that we like to recognize schools by. they have made double digit gains that are ten percent or more just in this one year and so there were four schools in ela and seven in math. at this point i'll turn it over to brent for him to present some elementary school best practices. >> good evening, commissioner. my name is brent stephens and
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i'm a superintendent with the elementary division. this is by no means an exhaust list. this is due to the hard work of teachers. this should be pointed out first. i'll go through these points in river order. one of the hall marks of the work that we did last year was to maintain a tight focus in each school where there was a performance gap. that focus was on the achievement of the english learning. we focused on a tight assessment cycles and we worked with teacher. we paid attention to how kids were learning and support teachers to plan for next steps. we did lots of school visits and lots of feedback and we were working directly with the teachers themselves and factuality and
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grade level teams to figure out to bring district information as they do their important work. >> thank you. this is the data into its various sub groups and looking at the different programs as well as algebra participation and performance is what we're going to do next under equity. as we saw the overall district train was 9.7 percent and across the same time you can now see what the progress has been for african american, latino and samonia groups. every group is shown. that was ela and the same trend
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in math for grades two to seven. as you can see just in this chart if you look across the same period of time, african americans have for instance grown -- their proficiency read has increased by 11 percent verses its districts 9.8 percent. english language learners, this chart should be looked at first with respect to designation read which has doubled in this last year and so you can see the 11.4 percent is now 22.2 percent so as we have redesignated more students we can see a flat line trend across english language art and math for english language
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learners. students with disabilities, you can see that as we introduce the cma, there were more students that started to take the cma as compared so the cst. the results are presented. for both ela and for math. algebra participation, the participation read for algebra is now 94.3 percent and also the increase in performance is point .6 or 3. there was an increase in the algebra
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performance as well as an increase in the participation rate. in equity we like to recognize schools closing the achievement gap. we made our criteria pretty stretched where we said that the sub group should be showing a higher level of increase as compared to the schools overall growth in both subject areas ela and math and what we saw was for african american students which are the school's that are closing the achievement gap, there were a lot of high schools, bolton, at the were the three that come. for latino students there was chavez and el dorado, san francisco, brett heart for latino students and we had
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english language learners. marshal, oconnel. at this point i like to invite assistance superintendent janet to present the high school best practices. >> good evening commissioners. i they think what we do in the high school school is how we would with the department chairs to make sure that we're using all of our meeting time as learning opportunities, focus across the district priority where we share best practices, work with our partners and c and n and school support purposes to develop workshops where they're sharing. principals participate in professional learning communities that we organize and they lead them south so they're at each other
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schools doing walk-through visits and pushing each other and problems or practice. picking out one school that has multiple research based best practice, i would say burton where you see the growth. it's consistent growth overtime. you have stable leadership, a development of teacher leadership at the school site. teacher leadership both on site but also taking advantage of professional development, having coaching from the high school tsa and from curriculum and instruction and also having that community school's approach just to name a few at burton and you can see all of those results as they've had that consistent steady growth. >> thank you. >> the superintendent zone five year trend compared to overall
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district, the superintendent zone continue to post double the gains in english language, arts and triples the games in math. here are the results. and even when we took it just from the time of implement tags of the superintendent zone we saw the same pattern so we conformed the numbers for the entire six years. it's from the time the zone was launched. in both ela and math, again as i said, double the gains in ela for the six schools and triple the gains in math for the six schools. this is the school improvement grant that we have received money and resources from. at this point i like to


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